Editorial| April 01 2013 A Note from the Editors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 203–204. https://doi.org/10.1215/15314200-1963195 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; A Note from the Editors. Pedagogy 1 April 2013; 13 (2): 203–204. doi: https://doi.org/10.1215/15314200-1963195 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2013 Re-forming Our Early English Curricula Form and Reform: Reading across the Fifteenth Century. Edited by Shannon Gayk and Kathleen Tonry. Columbus: Ohio State University Press, 2011. Katherine Steele Brokaw Katherine Steele Brokaw Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 371–373. https://doi.org/10.1215/15314200-1958503 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Katherine Steele Brokaw; Re-forming Our Early English Curricula. Pedagogy 1 April 2013; 13 (2): 371–373. doi: https://doi.org/10.1215/15314200-1958503 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| January 01 2013 Introduction Kirilka Stavreva; Kirilka Stavreva guest editor Search for other works by this author on: This Site Google Christopher Kleinhenz Christopher Kleinhenz Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 43–47. https://doi.org/10.1215/15314200-1814161 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kirilka Stavreva, Christopher Kleinhenz; Introduction. Pedagogy 1 January 2013; 13 (1): 43–47. doi: https://doi.org/10.1215/15314200-1814161 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

This article applies several concepts from psychology to the interpretation of Dante Alighieri’s literary masterpiece Inferno and describes elements of pedagogy for this kind of interdisciplinary approach. A premise is that sinners in Hell experience emotional suffering. Core psychological concepts are outlined. A methodological distinction is drawn between “what is said” and “what is shown” in Dante’s text. Aspects of the psychologies of the glutton Ciacco, the blasphemer Capaneus, and the sinful lover Francesca are analyzed. Three broad patterns of emotional experience are identified. (1) Each class of sinners suffers its own peculiar complex of negative emotions. The article provides close analysis of one such local complex, the emotions that the pusillanimous suffer at the edge of Hell. (2) Sinners do not suffer remorse. The article discusses a paradoxical implication of remorselessness. (3) Damned souls engage in resistance against an imperative to despair. The article also identifies a tension between infernal justice and human psychology. It concludes with brief discussion of how literature, history, and psychology are complementary resources.

This article argues that prevailing approaches to research instruction in introductory composition courses, as represented in print and digital instructional materials, reflect outdated theoretical views and may damage students’ researcher identity. Teaching research as a closed, linear, universal process prevents students from leaving the liminal space of the composition classroom.

Review Article| January 01 2013 Notes from Post–9/11 Classrooms: Parsing Representation and Reality Teaching the Literature of Today's Middle East. Allen Webb, David Alvarez, Blain H. Auer, Monica Mona Eraqi, Jeffrey A. Patterson, Vivan Steemers. New York: Routledge, 2012. Beth Stickney Beth Stickney Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 189–197. https://doi.org/10.1215/15314200-1814449 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Beth Stickney; Notes from Post–9/11 Classrooms: Parsing Representation and Reality. Pedagogy 1 January 2013; 13 (1): 189–197. doi: https://doi.org/10.1215/15314200-1814449 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Students can sometimes be resistant to discussing issues of diversity in the English classroom, making it a challenge for instructors to hold honest and enlightening exchanges about race, sexuality, gender, and other facets of human identity. This essay explores various pedagogical strategies the author has successfully employed when teaching texts that highlight diverse perspectives. She focuses specifically on global feminist literature by way of one primary example, the contemporary Australian Aboriginal novel Home by Larissa Behrendt, which highlights the “stolen generations” of Aboriginal and mixed-descent children and the many repercussions of those atrocities on future generations. After providing a brief overview of the novel, she discusses the successful techniques she has utilized in the classroom to help students prepare for and critically analyze this text. These approaches include interrogating the term diversity itself, providing historical and cultural context to the various issues illuminated in the novel, viewing related visual discourses such as film, and crafting writing and discussion assignments for the students to complete both in and out of class. These pedagogical strategies could be useful in any English classroom that focuses on issues of diversity.

Introduction| January 01 2013 Editors’ Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 1–2. https://doi.org/10.1215/15314200-1814143 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction. Pedagogy 1 January 2013; 13 (1): 1–2. doi: https://doi.org/10.1215/15314200-1814143 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2013 Everything Old Is New Again The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns. Miller, Thomas P.. Pittsburgh, PA: University of Pittsburgh Press, 2011. Yvonne Bruce Yvonne Bruce Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 179–187. https://doi.org/10.1215/15314200-1814440 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Yvonne Bruce; Everything Old Is New Again. Pedagogy 1 January 2013; 13 (1): 179–187. doi: https://doi.org/10.1215/15314200-1814440 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

The essay describes a pedagogical approach to the rich poetic ground of the Commedia through a sustained artistic effort on the part of the students. In daily class preparation, students craft small-book “reflectories” that combine analytical interpretation with artwork and Danteinspired poetry, whether the students’ own or authored by others. Joining a tradition of “conversations with Dante” that began, in English literature, with Chaucer, students develop creative abilities and attitudes through reflection upon and disciplined participation in the creative process. Course assignments and discussion methods foreground the mutually reinforcing integration of creativity and analytical precision.

Survey courses on the history of rhetoric, especially as taught in American universities, often concentrate on classical and modern rhetoric, neglecting the way in which rhetoric was understood during the Middle Ages. This essay offers the teacher of the history of rhetoric a pedagogical answer to the question of how to incorporate medieval rhetoric within courses on the history of rhetoric, by providing a close reading of three symmetrical cantos of Dante’s Commedia that are specifically concerned with the ethics of persuasive discourse.

This article argues for a more complex understanding of interdisciplinary pedagogy in English studies. Drawing on the authors’ experience designing and coteaching a graduate-level interdisciplinary course in “statistical literacy,” the article forwards a view of interdisciplinary pedagogy as a complex relational process of faculty and student learning.

This article makes a case for using Jane Austen’s Pride and Prejudice as a tool for skill-based writing instruction in the composition classroom. The novel employs prose strategies such as commonplaces and amplification that become springboards for class conversation about prose style and student writing. Additionally, the novel’s characters admit to difficulties with composition, such as language usage and organization in letter writing, that seem eerily familiar to those voiced by novice writers in a freshman writing course. Mangiavellano contends that students eagerly seek out ways the novel reminds them of their own lives, and he argues that Pride and Prejudice in the composition classroom can reflect back to students versions of their academic selves just as much as it does their personal selves.

Rather than considering (or dismissing) classroom anthologies according to their author/text selection alone, this article underscores the anthology editorial apparatus as a key, tactical part of anthologies and their pedagogical use. The author outlines a pedagogical approach that asks students to analyze anthology apparatus texts and ultimately create their own, challenging students to consider the implications of constructing an American canon as well as the rhetorical challenge of defining and justifying it. The final part of the article includes example assignments, as well as student responses that show critical engagement with canon re/construction.

This article examines the applicability of controversial course themes in the first-year writing classroom. It narrates examples of student resistance to readings and discussions that led to intellectual and personal discomfort, and then assesses the benefits (improved critical thinking skills, opportunities for lessons in rhetoric and audience awareness) and drawbacks (self-imposed silence, fear of writing beyond clichéd responses to difficult questions) that controversial material can bring to the writing seminar. After comparing the results of student writing in two course themes built on varied degrees of explicitly ideological content, Sponenberg concludes that a less politicized theme allows students more room to explore controversial subjects on their own terms because they feel less anxiety about “saying the wrong thing” than they experienced when responding to overt political arguments.

This article describes a graduate seminar titled “Interfaces and Infrastructures” that took place at Wayne State University. The course engaged with new media scholarship while also taking a piece of software, Google Wave, as its central artifact. The seminar demonstrates a pedagogical approach in which new media objects act as both tools and objects of study in the English studies classroom.

This article presents the curricular and service-learning realities of a program that launches middle school debate teams in New Orleans public schools. By leaning on classical rhetoric in the writing classroom, McBride’s classes learn fundamentals of debate and rhetoric that prepare undergraduates to coach debate teams in middle schools where more than 95 percent of the students qualify for free or assisted lunches. Class conversations about Quintilian, Plato, and Aristotle prepare undergraduates to meet the middle school debaters “where they are” in the sense that they can evaluate where they are as orators and push them to greater heights. This service-learning course gives his Tulane students a new reason to care about what they read and write about, while simultaneously advancing Tulane’s dedication to service-learning and community outreach.

This article argues that popular sports media (such as websites, TV shows, and tweets) can be used in the freshman composition classroom to introduce students to academic argument and to encourage them to reimagine their own writing styles. Because sportswriters, broadcasters, and analysts frequently try to persuade someone of something, the intellectual operations that take place in many types of sports writing make them vibrant examples of academic argument. Asking students to read—and ultimately learn—from sports writing, which is often written in a personal, humorous, and experimental style, inspires students to revisit their own writing style and can teach them about the relationship between form and content. Specifically, Gubernatis Dannen uses David Foster Wallace’s essay “Roger Federer as Religious Experience” to demonstrate relationships between content and prose style strategies. For many students, thinking about sports and sports writing opens up larger possibilities of thinking and writing in college.

This article explores findings from a multiyear, multisite study of new college writing instructors. First, the authors describe the principles that guide new instructors’ teaching and reveal the number of resources that new instructors draw on beyond the pedagogy seminar. Second, they delineate how the kinds of classroom narratives these instructors choose to tell points to a range of understandings about what it means to teach writing. Finally, they argue that learning to teach writing is a complex process requiring sustained mentoring and support throughout the early years of teaching.

Review Article| October 01 2012 Integrating Writing, Thinking, and Learning: A New Edition of a Faculty Development Treasure Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd ed.Bean, John. San Francisco: Jossey-Bass, 2011. Larry M. Lake Larry M. Lake Search for other works by this author on: This Site Google Pedagogy (2012) 12 (3): 579–584. https://doi.org/10.1215/15314200-1625343 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Larry M. Lake; Integrating Writing, Thinking, and Learning: A New Edition of a Faculty Development Treasure. Pedagogy 1 October 2012; 12 (3): 579–584. doi: https://doi.org/10.1215/15314200-1625343 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2012 Class Considerations: An Exploration of Literacy, Social Class, and Family A Taste for Language: Literacy, Class, and English Studies. Watkins, James RayJr. Carbondale: Southern Illinois University Press, 2009. Sheri Rysdam Sheri Rysdam Search for other works by this author on: This Site Google Pedagogy (2012) 12 (3): 585–590. https://doi.org/10.1215/15314200-1625352 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheri Rysdam; Class Considerations: An Exploration of Literacy, Social Class, and Family. Pedagogy 1 October 2012; 12 (3): 585–590. doi: https://doi.org/10.1215/15314200-1625352 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Introduction| October 01 2012 Introduction: Meeting Students Where They Are Ashlie K. Sponenberg Ashlie K. Sponenberg Search for other works by this author on: This Site Google Pedagogy (2012) 12 (3): 541–543. https://doi.org/10.1215/15314200-1625289 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ashlie K. Sponenberg; Introduction: Meeting Students Where They Are. Pedagogy 1 October 2012; 12 (3): 541–543. doi: https://doi.org/10.1215/15314200-1625289 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

In response to the need for additional teacher-research on African American students, this article offers a case study of how one African American student-writer successfully produces expository writing in an Afrocentric first-year writing course at Michigan State University, a large land-grant midwestern research institution.

This article describes how contemporary psychoanalytic and poststructuralist theories inform my teaching of writing. It suggests that the psychological and academic challenges confronting freshmen recently placed in a new social/academic environment may be abated by a pedagogy that highlights a poststructuralist understanding of identity as multiple and performative.

This article discusses how teaching students to recognize the contemporary American Indian theoretical concepts of “rhetorical sovereignty” and “rhetorical alliance” in Native texts can help deepen understanding of American Indian voices and histories in an appropriate context, while also developing students' understandings of multiple and cross-cultural rhetorical frameworks.

Ruminating on the work of Eve Kosofsky Sedgwick around failed pedagogy and a confused cat, I consider ways to provoke new streams of critical thought in my composition students around issues of gender and sexuality without “pointing.” Thinking about Jean Genet's novel Querelle and Rainer Werner Fassbinder's film of the same name, I delineate the specifics of how I teach these two difficult, often incomprehensible texts in an introductory class. In reviewing the confusion these works can provoke in student discourse upon reading and viewing the texts, I emphasize the role of disorientation and dislocation in the mapping of student thinking and writing, ultimately reemphasizing the importance of nondemagogic, malleable pedagogy in the teaching of sexuality and gender, particularly with composition students who are exploring and amplifying their voices. Teaching Querelle is like unleashing a virus of confusion and intrigue on student writers, but the incoherence it creates also creates opportunities to explore new ideas and horizons in these developing thinkers/writers.

This article describes my experiment with surveillance technology as a composition teaching tool in a computer classroom. The technology, a software program called Remote Desktop, displayed live on my lectern screen all of my students' activities on their computers. While I first intended mainly to use Remote Desktop to monitor students' focus on assigned tasks, I quickly became interested in the pedagogical possibilities it presented. Because I could read students' work as they were composing it, I could intervene quickly when they were struggling and offer near-instant feedback; I could also guide class discussions by identifying patterns of weakness to address, strong examples to share, or the single answer a given student had gotten right to praise. I could anticipate how debates might unfold among students with differing opinions, or how similarly minded students might offer support to one another. While these strategies might have been possible without the technology, they were significantly facilitated by it — especially because this group of students was particularly underprepared and found discussion difficult. Class time became more productive and built their confidence in their own abilities as readers, writers, and editors.

Upon entering college composition courses, students often report a dislike for writing. Because researchers report that writing anxiety may be linked to high-stakes writing exams, a study of graduates of New York high schools was conducted to investigate whether the state's Regents Comprehensive Examination in English shapes attitudes or assumptions about writing. For this study, first-year writing students responded to a prompt that asked them to reconstruct an essay they wrote for the exam, as well as their feelings before, during, and after writing the essay. Evidence suggests that most students strongly dislike taking the exam. Preparing for and responding to it may impart lessons contradictory to objectives of many first-year writing programs. Most students report critical engagement with the test question but suppress critical commentary in their official responses so as to please the imagined graders, whom most students conflate with the specific audience posited by the question. The study indicates that open-form, experimental writing about standardized writing exams at the outset of the semester may help students transform resistance to writing from a general feeling to an attitude associated with a particular memory and, thus, may help clear the air for the work of college-level writing.

This essay argues for an interdisciplinary, team-taught approach to the Introduction to Graduate Studies course in which faculty from literary and rhetoric/writing studies model the intersections of both fields through course texts, assignments, and theoretical frameworks. The authors also discuss the role of terminal master's programs in English and the need for graduate writing instruction.

Review Article| January 01 2012 If I Don't Know What I'm Teaching, How Can I Make the Best of It? Teaching What You Don't Know. By Huston, Therese. Cambridge, MA: Harvard University Press, 2009. Adam Pacton Adam Pacton Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 187–191. https://doi.org/10.1215/15314200-1416576 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Adam Pacton; If I Don't Know What I'm Teaching, How Can I Make the Best of It?. Pedagogy 1 January 2012; 12 (1): 187–191. doi: https://doi.org/10.1215/15314200-1416576 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

This article explores how composition courses might address contemporary capitalism's strain on students' time resources through a classroom practice of temporal awareness. The piece discusses two related dimensions of this approach. The first involves incorporating students' considerations of time into course content; the second, rooted in teacher inquiry, asks writing instructors to examine how time mediates the pedagogical relationships developed within their courses.

Review Article| January 01 2012 The Canon and the Cutting Edge: On Teaching the Graphic Novel Teaching the Graphic Novel. Edited by Tabachnick, Stephen E.. New York: Modern Language Association of America, 2009. Jennifer H. Williams Jennifer H. Williams Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 193–199. https://doi.org/10.1215/15314200-1416585 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer H. Williams; The Canon and the Cutting Edge: On Teaching the Graphic Novel. Pedagogy 1 January 2012; 12 (1): 193–199. doi: https://doi.org/10.1215/15314200-1416585 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Like many a composition instructor, I have often designed writing assignments that attempt to get students forging genuine connections between the personal and the political. Yet these assignments have not always been met with overwhelming enthusiasm from my classes, to put it politely. One possible cause for this type of response may be related to the word politics, as it seems invariably to elicit a mixture of apathy and confusion from students. So over the past several years, I have been experimenting with an assignment that bypasses overt references to politics and instead cuts straight to the conflicts surrounding students' lives—that is, the tensions bubbling up on college campuses. In this article, I reflect further on the origins of this assignment and give an overview of the engaging topics students choose to explore.

Introduction| January 01 2012 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 1–3. https://doi.org/10.1215/15314200-1416513 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 January 2012; 12 (1): 1–3. doi: https://doi.org/10.1215/15314200-1416513 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2011 Promoting Cooperation and Respect: “Bad” Poetry Slam in the Nontraditional Classroom Rebecca Brown Rebecca Brown Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 571–577. https://doi.org/10.1215/15314200-1302804 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Rebecca Brown; Promoting Cooperation and Respect: “Bad” Poetry Slam in the Nontraditional Classroom. Pedagogy 1 October 2011; 11 (3): 571–577. doi: https://doi.org/10.1215/15314200-1302804 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| October 01 2011 Countering the Pedagogy of Regression Poets on Teaching: A SourcebookWilkinson, Joshua Marie, ed. Iowa City: University of Iowa Press, 2010 Kevin Craft Kevin Craft Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 609–614. https://doi.org/10.1215/15314200-1302899 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Kevin Craft; Countering the Pedagogy of Regression. Pedagogy 1 October 2011; 11 (3): 609–614. doi: https://doi.org/10.1215/15314200-1302899 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

This essay addresses the question of how to best teach interdisciplinarity through a detailed discussion of a common upper-division gateway course for multiple majors housed in an interdisciplinary studies unit. It argues for a shift in the problematic within which discussions of interdisciplinary pedagogy generally take place by emphasizing the practice of interdisciplinarity itself.

Review Article| October 01 2011 Traditions and Trajectories: Composition Studies, Norton, and the Shaping of a Field The Norton Book of Composition Studies Edited by Miller, Susan. New York: Norton, 2009. Christina Ortmeier-Hooper Christina Ortmeier-Hooper Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 591–597. https://doi.org/10.1215/15314200-1302872 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Christina Ortmeier-Hooper; Traditions and Trajectories: Composition Studies, Norton, and the Shaping of a Field. Pedagogy 1 October 2011; 11 (3): 591–597. doi: https://doi.org/10.1215/15314200-1302872 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2011 Pencil Traces: The Conversations of Composition Thomas L. Burkdall Thomas L. Burkdall Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 598–602. https://doi.org/10.1215/15314200-1302881 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Thomas L. Burkdall; Pencil Traces: The Conversations of Composition. Pedagogy 1 October 2011; 11 (3): 598–602. doi: https://doi.org/10.1215/15314200-1302881 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Roundtable: Reviews of The Norton Book of Composition Studies, edited by Susan Miller You do not currently have access to this content.

This article analyzes classroom discussions of Boaz Yakin's 1994 film Fresh—an unsettling urban drama about a young boy (Fresh) who devises a creative escape from the drug dealers in his environment: he buys a large amount of cocaine that he uses to trick those dealers into thinking that they're all trying to break into each others' markets. In the end, he turns these negative and violent forces against each other and then enters the Witness Protection Program. The social commentary in the film is paramount since it highlights the disturbing cultural reasons why a twelve–year-old African American boy has to devise his own escape from the inner city. Most important, class discussions of (as well as the writing assignments focused on) Yakin's film necessarily confront the role that class hierarchies play in America as well as the cultural myths—like the unconditional individual—that affect many of our expectations and assumptions. Herein resides the film's pedagogical importance: it offers an intensely emotional and intellectual challenge to many of our foundational understandings of American values and cultural narratives. That is, it critiques the problematic rationalizations (like “the just-world phenomenon”) that seek to not only dis-empower but also neglect whole segments of American society.

This article argues for a pedagogy that attends to emotion as a crucial, epistemological component of rhetorical education. After exploring dominant cultural tropes for understanding emotion, I examine examples of how these discourses materialize in popular culture. I then draw from classroom moments to analyze the possibilities for and complexities of studying emotion in the classroom.

Most of my students arrive in my required freshman writing class full of ideas but lacking the mastery over language needed to express them. Introducing core linguistic concepts can sharpen their writing skills by illustrating how language works, and by heightening their awareness of the role language plays in their lives. These concepts could be seamlessly introduced over a year-long, daily high school class. Lacking that, they could be tucked into university level semester-long classes.

This essay discusses the impact of using serialized reading texts, like magazines, in writing instruction. It explains an advanced expository writing course that uses the New Yorker magazine as a frame for addressing the significance of contemporaneity and performance in student writing. Ultimately, the magazine remediates between traditional readers and new media approaches.

Although Orwell's essays—particularly “Shooting an Elephant”—are used in freshman composition classes as stylistic models of clarity for student to imitate, this practice is pedagogically unsound because Orwell's essays are examples of the contemplative essay, whose aims are very different from those of the expository prose students learn to write in composition classes.

Postprocess theory questions the usefulness of pedagogical principles. This article proposes a casuistic pedagogy, which offers a stance rather than a method. Casuistry, the art of case-based reasoning, reframes pedagogy as a series of occasions rather than a system of thought, thus providing grounds for a postprocess pedagogy.

Review Article| April 01 2011 What's Right and Wrong with the Workshop: A New Collection of Essays Examines the Effectiveness of the Creative Writing Workshop Does the Writing Workshop Still Work? Edited by Dianne Donnelly. Tonawanda, NY: Multilingual Matters, 2010 Adam Breckenridge Adam Breckenridge Search for other works by this author on: This Site Google Pedagogy (2011) 11 (2): 425–430. https://doi.org/10.1215/15314200-1218148 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Adam Breckenridge; What's Right and Wrong with the Workshop: A New Collection of Essays Examines the Effectiveness of the Creative Writing Workshop. Pedagogy 1 April 2011; 11 (2): 425–430. doi: https://doi.org/10.1215/15314200-1218148 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2011 The Divine Error Dead Letters: Error in Composition, 1873 – 2004. By Tracy Santa. Creskill, NJ: Hampton Press, 2008. Andrea Olinger Andrea Olinger Search for other works by this author on: This Site Google Pedagogy (2011) 11 (2): 417–424. https://doi.org/10.1215/15314200-1218139 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Andrea Olinger; The Divine Error. Pedagogy 1 April 2011; 11 (2): 417–424. doi: https://doi.org/10.1215/15314200-1218139 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2011 Introducing Students to College Writing: Moving Beyond Humanities-Centered Practices Cary Moskovitz Cary Moskovitz Search for other works by this author on: This Site Google Pedagogy (2011) 11 (1): 211–218. https://doi.org/10.1215/15314200-2010-025 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Cary Moskovitz; Introducing Students to College Writing: Moving Beyond Humanities-Centered Practices. Pedagogy 1 January 2011; 11 (1): 211–218. doi: https://doi.org/10.1215/15314200-2010-025 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Adopting a critical approach to identification in literature pedagogy, this article examines the dynamics of identification in the text, critical history, performance history, and teaching of Othello. The author theorizes a pedagogical approach that interrogates the play's systems of identification while foregrounding ethical responsibility.